The Applied Study Of Reciprocal Teaching In Reading Comprehension For Students With Intellectual Disabilities

In this study,using the A-B-A experimental design model of a single subject and taking three students with intellectual disabilities as the research object,we explore the effectiveness of reciprocal teaching in reading comprehension teaching for intellectual disabilities,so as to enrich the relevant theoretical research and provide reference for language teaching in schools for intellectual disabilities.The research is divided into six parts:The first part is the introduction,mainly introducing the reason,significance and related research;The second part is the research design,mainly introducing the purpose,object,method and teaching process of the research;The third part is the experimental data processing and analysis.The study uses visual analysis and C statistical analysis to process the data,mainly from the reading comprehension of students with intellectual disabilities.And the use of reading strategies are analyzed in two aspects,and the situation of reading comprehension is divided into three aspects:overall reading comprehension,word meaning comprehension and reasoning comprehension.The fourth part is to discuss in detail the data processing and analysis results,the effect of reciprocal teaching on reading comprehension of students with intellectual disabilities and the reading comprehension in reading teaching of students.The use of four reading strategies is discussed in two aspects.The fifth part is the conclusion and suggestion.According to the data analysis and discussion results,the research conclusion is drawn,and then according to the current situation of Chinese teaching in schools for intellectual disabilities and the development characteristics of them,the corresponding teaching suggestions are put forward.The sixth part is the shortcomings and prospects.It analyses the shortcomings of the study,and puts forward suggestions for improvement,so as to provide reference for future researchers.The conclusions of the study are as follows:(1)Reciprocal teaching has a significant effect on improving the overall readingcomprehension ability of mental retardation students,and the maintenance effect is good.(2)Reciprocal teaching has no significant effect on improving the word meaning comprehension ability of students with mental retardation.(3)Reciprocal teaching has a significant effect on improving the reasoning comprehension ability of mental retardation students,and has a certain maintenance effect.(4)Students with mental retardation can master and use the four reading comprehension strategies of Reciprocal teaching.Questioning and clarification strategies are often used in the early stage of teaching,while prediction and summary strategies are mainly used in the late stage of teaching.